K.1.6.C.3 S.1.7.B.

2
K.1.7.A.1 K.3.7.A.1
K.1.7.B.3 K.1.8.C.3 Teaching Games for BLM
K.1.7.C.2 S.1.8.B.1 G-17
K.1.7.C.3
Understanding Chart

Name ______________________________ Activity _____________________

Game Primary Tactical Play within Category: Examples

Category Rule/Goal
· Score by getting the object
Target closer to a target than
opponents get theirs, while
avoiding any obstacles.
Principles of Play
· Aim to target. · Curling
· Choose placement in relation to · Bowling
target and other obstacles. · Golf
· Spin and/or turn.

· Score by getting the object · Aim for consistency. · Tennis

Net/ into the opponents‛ areas of · Choose placement and · Volleyball
Wall play more often than they can positioning. · Squash
return the object. · Use power and/or spin (for · Raquetball
control and disguise).

· Score by striking the Batting: · Baseball

Striking/ ball/object and running within · Score runs. · Softball
Fielding safe areas. · Hit ball/object for accuracy · Cricket
· Prevent opponents from scoring and distance.
by catching the ball in the air · Avoid “getting” out.
or getting it to a safe area
before the batter reaches the Fielding:
safe area. · Stop scoring run.
· Make it difficult for opponents · Make it difficult to hit ball.
to hit the ball. · Put batter out.
· Score by getting the object With object: · Soccer
Territory/ into the opponents‛ goal. · Score. · Basketball
Invasion · Attempt to prevent opponents · Invade. · Hockey
from scoring. · Keep possession. · Rugby
· Football
Without object:
· Prevent scoring.
· Prevent invasion.
· Gain possession.

Teaching Games for Understanding Chart: Adapted by permission of Timothy F. Hopper, University of Victoria.

When students come into your gym, what is the first thing that they ask?
ARE WE GOING TO PLAY TODAY? (THE REAL GAME)
Bunker and Thorpe in the UK introduced TGFU in the mid 60‛s and TGFU begins with GAME
PLAY.
This :
1. Increases motivation of children by hooking them on the game, then introduces skills that
will make them more successful.

2. Provides context to make the learning of skills and strategies meaningful.

We need to look at how we teach and ask questions.

TRADITIONAL MODEL TGFU MODEL (Tactical)

1. Skill Execution 1. Game
2. Game Form 2. Game Appreciation
3. Performance 3. Tactical Awareness
4. Making Decisions 4. Making Decisions
5. Tactical Awareness 5. Skill Execution
6. Performance
***Note the position of tactical awareness in each model.***

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Ø Selection of many games from the same category to develop an understanding of similar
tactical problems and solutions.
MO
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Ø Lead up games that are developmentally appropriate as how a particular skill or tactical
solution can be used in a game.
MO
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THRRO
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H EXEXAAG
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Ø Create a specific focus for an activity and exaggerate it, such as playing on a long narrow area
to recognize the need to open space up front for an attack.
TACTICAL COMPLEXITY
Ø A developmental progression of tactical solutions for on the ball and off the ball skills and
movements (simple to complex).
 Tactical Goal Description Level of
Complexity
Aim & accuracy To deliver an object 1 – Low level
towards a target with the
right amount of force to
successfully reach the
intended target.
Protect target To place obstacles in the 2 – Low level
way to make it difficult for
the opposition to hit the
target.
Key Tactical Solutions taken from PlaySport

MALHA a game from Portugal (Right Fielders are People Too)

**Adapted rules and equipment to meet my needs.

Rules: Using a disc, throw/toss it at the cylinder at the other side and try to knock it over.

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2 points – knock down cylinder and it lands outside of the square
1 point – does knock over cylinder but disc lands in the square

XX OO

OTHER GAMES:
q Fr
Friis
sb
be
ee
e Go
Gollf
f
q Bowling
q Archery
q Curling
q Horse shoes
q Shuffle board
 Tactical Goal Description Level of
Complexity
Consistency To be able to continually 1 – Low level
return the ball back over
the net or to the wall so
that it lands in play.

Setting up for Attack To place the ball in 2 – Low level

vulnerable spots on an
opponent‛s court (e.g.,
sides, front, back) so they
are out of position and
space is created on their
court to win the next shot.
Ready position To position oneself or 3 – Medium level
team on the court in order
to be able to cover as
much space as possible.

Key Tactical Solutions taken from PlaySport

The 4 R‛s
Decisions to make while playing net and wall games (Tim Hopper @ U of Vic)

READ (Tactical Awareness – player decision making)

RESPOND (Cover – off the ball movement, skill selection then skill execution)

REACT (Adjust – on the ball skill selection then skill execution)

RECOVER (Base – off the ball movement to set up for the READ phase)
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All throw must be higher than head height and underhand.

1. Have students throw a ball into an open space and catch it after it bounces once.
?‛s How does the height of the throw change your response to each throw?
2. Have each student use a poly spot or dome pylon and try to throw the ball up as before and try to
hit his/her pylon. After each throw, the student must make it to the other side of the pylon and
catch it after one bounce. Older students could try this without any bounce.
?‛s Are you ready to toss the ball again over the pylon when you catch it?
If not, what do you need to do before you catch it next time?
What does throwing the ball higher do for your success in catching the ball?
Hot potato rule – no faking or holding the ball.

Pa
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Partners with pylon or poly spot.

1. Ball must be sent above head height.
2. Ball must bounce between throws unless it hits the pylon.
3. Ball must be sent alternately.

How do you restart?

What happens if it hits the cone?
What happens if it bounces 2x?
What happens if there is no bounce?

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Focus: OPEN SPACES AND OFF BALL MOVEMENT

Partners in ¼ of a badminton court – set up boundary lines (quadrants).
1. Ball must be sent above head height.
2. Player must step outside boundaries and return
**NOT ALLOWED TO INTERFERWITH THE OTHER PLAYER**
3. Ball must bounce between throws to begin but later no bounces.
4. Ball must be sent alternately.
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?
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Divide courts by using mats, lines, ropes and pylons etc.

Change court size – long and narrow, short and wide etc.

4R‛s Read Respond React Recover

COURT STRUCTURES

**Shot can be taught to assist in the game strategies.

1. Short and Wide

2. Long and Narrow

3. Two Thirds One Third

This side works on This side works on

court coverage. shots to move their

opponents around court
 Tactical Goal  Description  Level of 
Complexity 
Accurately Hit Ball  To use proper striking mechanics (e.g., “keeping  1 – Low level 
an eye on the ball”, correct grip) to hit the ball 
into the field of play. 
Placement Away  To hit the ball over or around the fielding team  2 – Low level 
from Fielders  into open or safe areas. 
Covering Space  To work together with the fielding team to cover  3 – Medium level 
as much space as possible. 
Score Runs  To use tactical solutions such as advancing  3 – Medium level 
runners so they are closer to the scoring area or 
hitting the ball away from the fielding team. 
Avoid Getting Out  To use tactical solutions such as quickly running  4 – High level 
to a safe area (e.g., base) before the fielding 
team is able to throw to the safe area or tag the 
runner. 
Stop Scoring Runs:  To work together as a defending team to prevent  4 – High level 
scoring by the offense. Examples include 
covering as much area as possible and throwing 
the ball to a team­mate who is able to prevent 
the runner from scoring. 
Key Tactical Solutions taken from PlaySport

Gym or field – Cloverleaf Arrangement

*Reduce the number of players in each game to allow more

opportunities to be in the action (play)
*Use standard equipment or other (spongy balls, foam
bats etc.)

Safe
Area

1. Intro. Activity
q Groups of 4 or 5 per field
q 1 batter and 3-4 fielders
q batter must run to base and back as many times as possible before the ball is back at
home pylon
2. Variation #1
q same as above but add the concept of a relay
q 3 passes before placed back on pylon or all fielders must touch it

3. Variation #2
q Add a pitcher to the game and later a back catcher too.
 Tactical Goal  Description  Level of 
Complexity 
Maintain Possession:  When the team on offence has possession of  3 – Medium level 
the object (e.g., puck, ring, ball). 
Defend Goal:  To defend the goal or goal line, as a team or  5 – High level 
as an individual, by stopping other players or 
stopping the object. 
Avoid Defense:  To use various locomotion skills (e.g.,  2 – Low level 
dodging) or retaining skills (e.g., dribbling) to 
avoid being caught by a defending player. 
Create Space:  To pull a defender away to create an open  4 – High level 
area for a team­mate to move through or to 
pass an object into an open space. 
Defend Space:  To work together as a team to cover areas on  5 – High level 
a court/ field to make it difficult for the team on 
offence to get close to the defending team's 
goal. 
Attack Goal:  When in possession of the object, to put  4 – High level 
pressure on the other teams goal by shooting 
or passing the object at or towards the goal or 
goal line. 
Set Plays:  Pre­designed movements used by a team  5 – High Level 
when an object is put back into play (e.g., 
corner kick in soccer, face­off in ice hockey). 
Regain Possession:  To use legal skills to get an object away from  5+ – High Level 
an opponent or to anticipate a pass in order to 
intercept it. 
Key Tactical Solutions taken from PlaySport

Playsport.net

Play Practice (Alan G. Launder)

Changing Kids Games

Right Fielders Are People Too: An Inclusive Approach to Teaching Middle Years
P.E. (John Hichwa)
Sport Foundations for Elementary Physical Education: A Tactical Games
Approach (S. Mitchell, J. Oslin and L. Griffin)
Teaching Sport Concepts and Skills: A Tactical Games Approach (S. Mitchell, J.
Oslin and L. Griffin)
(Available from Human Kinetics and some from Textbook Bureau)
K.1.5.B.3d
K.1.7.B.3
K.1.7.C.3
S.1.7.B.2
Name
Knee Tag
One person tries to tag the
partner‛s knee with one hand.
Dynamic Pass
A moving passer throws the
ball to a stationary receiver.
Frozen Tag
Each team has four players,
with one tagger. When
tagged, players freeze, with
arms out, waiting for
someone to go under. Switch
roles every 30 seconds.
Play the Post
In a game of two on two,
players 1 and 2 in the middle
try to get the ball to their
partners at the end, who can
run only between the pylons.
Grid Activities
Shadows
Two people follow and stay
within an arm‛s reach of each
other.
Partner Tag
One person tries to tag the
partner.
When tagged, the players
change roles.
In the Middle
One player tries to pass a
ball to a teammate, while the
defence tries to intercept.
Switch roles every 30
seconds.
Keep Away
In a game of two on two,
players pass the ball, trying
to prevent the opposition
from getting it. The person
with the ball can only pivot,
while the others move freely.
BLM
G-1
Grade Date
Lose Your Shadow Stationary Pass
One person stays in front
A stationary passer throws to
and tries not to let the
a receiver on the move.
partner run past.
Open Space Beat the Pass
Players take turns passing a
Each team has three players ball to the next person. They
who pass a ball to the follow the pass and run back
person moving into the open to their original spot.
corner. Ball Player
Follow the Pass Pass and Cut
One player tries to pass the
ball to a teammate, while the
Players take turns
defence tries to intercept.
throwing to the next
person, following the pass
from position 1 to 4.
3 Versus 1 3 Versus 3 Versus 3
Three players pass to each In a game of three versus
other, while the defence in three, the middle team starts
the middle tries to with the ball. If they score or
intercept. Switch roles lose possession of the ball,
every 30 seconds. they take the defensive
team‛s position.
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Game Performance
Decision, skill or movement
Component
Appropriate return of performer to a recovery (base) position between
Base
skill attempts
Making appropriate choices/decisions about what to do with the ball (or
Decision Making
projectile) during a game
Efficient execution of selected skills
Skill Execution

Provides appropriate support for a teammate with the ball (or projectile)
Support
by being in position to receive a pass
Appropriate guarding or marking of an opponent who may or may not have
Guard or mark
the ball (or projectile)
Provides appropriate defensive cover, help, or backup for a player making
Cover
a challenge for the ball (or projectile)
Movement of performer, either offensively or defensively, as
Adjust
necessitated by the flow of the game
L.L. Griffin, S.A. Mitchell, and J.L. Oslin, 2003, Sport Foundations for Elementary Physical Education (Champaign, IL: Human Kinetics), 153

This instrument is very useful to the teacher as one can adapt it and use it according to the category and
focus of the game being played/used in the lesson. Two common scoring methods can be used:
1. Rating Scale/Rubric from 1-5 – Select which components/criteria to include and create scoring key
to use such as very effective performance to very weak performance or consistently to rarely.
2.
3. Frequency Index/Tally – Choose the exact component and check off each time the students are
able to perform it in the game/activity. In the middle years and senior years, this can be easily used
as a peer assessment tool.

Invasion Games - Frequency Index (Gr. 5 Sample)

Offence Tally
Moves into Open Space
Passes the Ball
Receives a Pass
Defence Tally
Between Opponent and Goal